Gender Bias in Student Evaluations of Teaching: 'Punish[ing] Those Who Fail To Do Their Gender Right'
Gender Bias in Student Evaluations of Teaching: 'Punish[ing] Those Who Fail To Do Their Gender Right'
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DOI：
10.1007/s10734-021-00704-9
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发表时间：
2021-03-16
期刊：
影响因子：
5
通讯作者：
Waters, David
中科院分区：
文献类型：
--
作者：
Adams, Sophie;Bekker, Sheree;Waters, David
大量工作质疑学生对教学的评价(SET)实际上衡量教学质量的假设。这是令人担忧的，因为SET越来越依赖于不仅评估应聘者(因此，工作获得受到有缺陷的数据的影响)，而且还提供就业人员的绩效指标(因此，工作的安全性受到有缺陷的数据的影响)。本文介绍了在澳大利亚一所大型公立大学进行的定性研究。研究结果表明，学生对教学的评价似乎衡量的是与性别期望的一致性，而不是教学质量，这对女性尤其不利。将SET纳入高等教育机构的绩效管理做法可能会加深大学教职员工之间的不平等，最终可能使女性学者处于不利地位。
A significant body of work problematises the assumption that student evaluations of teaching (SET) actually measure teaching quality. This is concerning, given that SET are increasingly relied upon not only to evaluate candidates for employment (so job acquisition is influenced by flawed data) but also to inform performance metrics for those in employment (so job security is influenced by flawed data). This paper presents qualitative research conducted at a large public university in Australia. The findings suggest that student evaluations of teaching seem to measure conformity with gendered expectations rather than teaching quality, with particularly negative effects for women. The integration of SET into performance management practices within institutions of higher education could be entrenching inequalities amongst university staff that could ultimately disadvantage female academics.